The purpose of this study was to fill the gaps in the literature in terms of understanding how marketing and international entrepreneurship educators have responded to the impact of the pandemic on experiential learning pedagogy in developing countries. To address these gaps in the literature, this article conceptualizes a Classroom-run Virtual Startup Incubator (CVSI) program as a virtual learning space for seamless collaboration, networking and relationship building among multiple stakeholders across borders to inspire students to create startups and marketing alliances in marginalized communities. This article extends the KNOW-DO-BE model to include the OPERATE dimension to encourage innovation, experimentation, failure, and collaboration opportunities among the participants on the CVSI platform. Also, the study shows that relational/network approaches such as the resource dependence theory are important lenses for understanding participants' experiences on the CVSI platform. These theoretical contributions are based on the analysis of the qualitative case studies gathered from the experiential learning experiences of students and mentors who participated in the CVSI program.